May we be like the lotus, at home in the muddy water.
-Judith Hanson Lasate
I guess one issue is that I wonder if what I do fits with what is being done
across Canada...and does that matter? So perhaps standardization is my
hot topic...but then maybe I mean best practices because I tend to want
to customize my assessment depending on the needs of the student. I don't
want to be held captive by standardized tests but I do want to know that
I am being thorough and giving the client the best possible support. Make
sense?
-Survey Respondent
In an open-ended question, respondents were asked to describe the most critical or burning issue pertaining to assessment that needs to be addressed within their jurisdiction or at a national level. A total of 309 respondents described their issue(s). These descriptions were coded and analyzed to determine dominant themes.
The respondents used
the following terms and
phrases to discuss the
theme of uniformity:
"consistency,"
"common assessment,"
"continuity," "universal,"
"national standards."
"standardization of
tools," "consensus," and
"national benchmarks."
The opening quotation for this section represents the
two dominant themes that emerged from the data:
uniformity and diversity. Some respondents wanted a
uniform set of national levels, standards, and assessment
tools, while others recognized the need for a set of tools
that were culturally relevant, wholistic, and customized
for populations with specific learning needs. A few
respondents envisioned a set of national standards and
benchmarks that embraced diversity:
I appreciate the efforts of individuals and companies to develop assessment tools. However, I view education as a national priority with allowances for regional and cultural diversity. Therefore, I would like to see national assessment standards for various levels adopted and endorsed as a means of evaluation and accreditation.